Search results for author:"Ching Sing Chai"
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College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 549–561
This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a community to construct their collective knowledge of history of science and, accordingly, develop a more informed...
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 4 (July 2011) pp. 467–482
This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice....
Principle-based design: Development of adaptive mathematics teaching practices and beliefs in a knowledge building environment
Computers & Education Vol. 115, No. 1 (December 2017) pp. 38–55
This study investigated teacher-education students' development of adaptive mathematics teaching practices and beliefs in an online knowledge building environment under principle-based design guidance. Participants were students who took a...
Exploring the development of college students' epistemic views during their knowledge building activities
Computers & Education Vol. 98, No. 1 (July 2016) pp. 1–13
Exploring students' epistemic views is important as it should help to better understand how they acquire and work with knowledge. This case study investigated how college students' epistemic views relate to their collaborative inquiry activities in...
Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities
Computers & Education Vol. 130, No. 1 (March 2019) pp. 105–120
Teacher's reflective capacity is an important means for teachers' growth in professionalism. This design-based research investigated the effects of knowledge building (KB) principles on pre-service teachers' reflective capacity in two intervention...
Technological Pedagogical Content Knowledge (TPACK) and Design Thinking: A Framework to Support ICT Lesson Design for 21st Century Learning
Asia-Pacific Education Researcher Vol. 24, No. 3 (2015) pp. 535–543
This conceptual paper argues that to develop students' twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual...